Jacob Steiss
Biographic Data
| ID | 6347102 |
|---|---|
| NAME | Jacob Steiss |
| GIVEN NAMES | Jacob |
| FAMILY NAME | Steiss |
| SIGNATURE | STEISS J |
| AFFILIATIONS | University of California, Irvine |
| ORCID | 0000-0002-8987-1990 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Comparing the quality of human and ChatGPT feedback of students’ writing
U.S. Secondary Students’ Source-Based Argument Writing in History
Developing students’ source-based argument writing skills is a vital educational goal for the 21st-century information society. Consequently, researchers and educators continually seek ways to understand and improve students’ capacities for advancing arguments and synthesizing multiple documents, texts, or sources in a range of subject areas in secondary schools. This study examined differences between middle and high school students’ argument es…
Designing Writing Prompts to Elicit Students’ Historical Thinking
Developing disciplinary literacy is an emerging priority for secondary teachers as they prepare students for college, career, and civic life. One way to develop and assess disciplinary literacy in history is through source-based argument writing (SBAW) with multiple sources. SBAW requires students to synthesize information across texts and use disciplinary reasoning to evaluate sources and answer historical questions. Some research in history edu…
Examining the Impact of a Cognitive Strategies Approach on the Argument Writing of Mainstreamed English Learners in Secondary School
The stagnation of National Assessment of Educational Progress (NAEP) Writing scores demonstrates the need for research-based instruction that improves writing for all students, especially English learners. In this article, we synthesize the literature on effective instructional practices for this diverse group of learners and describe how these strategies are leveraged in a teacher professional development program that has been previously shown t…
Dismantling Winning Stories
In teaching canonical literature, presuming a text's merit and infallibility can inhibit the development of critical thought and may transmit values that are not socially and politically just. The author describes how educators can promote academic literacy and critical consciousness in their students through pedagogy that helps students critically analyze canonical texts, specifically the ancient Greek epic poem The Odyssey by Homer. By implemen…
No prominent works on this page.
Dismantling Winning Stories
In teaching canonical literature, presuming a text's merit and infallibility can inhibit the development of critical thought and may transmit values that are not socially and politically just. The author describes how educators can promote academic literacy and critical consciousness in their students through pedagogy that helps students critically analyze canonical texts, specifically the ancient Greek epic poem The Odyssey by Homer. By implemen…
Examining the Impact of a Cognitive Strategies Approach on the Argument Writing of Mainstreamed English Learners in Secondary School
The stagnation of National Assessment of Educational Progress (NAEP) Writing scores demonstrates the need for research-based instruction that improves writing for all students, especially English learners. In this article, we synthesize the literature on effective instructional practices for this diverse group of learners and describe how these strategies are leveraged in a teacher professional development program that has been previously shown t…
Comparing the quality of human and ChatGPT feedback of students’ writing
U.S. Secondary Students’ Source-Based Argument Writing in History
Developing students’ source-based argument writing skills is a vital educational goal for the 21st-century information society. Consequently, researchers and educators continually seek ways to understand and improve students’ capacities for advancing arguments and synthesizing multiple documents, texts, or sources in a range of subject areas in secondary schools. This study examined differences between middle and high school students’ argument es…
Designing Writing Prompts to Elicit Students’ Historical Thinking
Developing disciplinary literacy is an emerging priority for secondary teachers as they prepare students for college, career, and civic life. One way to develop and assess disciplinary literacy in history is through source-based argument writing (SBAW) with multiple sources. SBAW requires students to synthesize information across texts and use disciplinary reasoning to evaluate sources and answer historical questions. Some research in history edu…
Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Computer Science (2 works) · Educational Assessment and Pedagogy (2 works) · Educator Training and Historical Pedagogy (2 works) · Linguistics (2 works) · Political science (2 works) · Sociology (2 works) · Writing and Handwriting Education (2 works)